Investigation into Japanese learners' acquisition order of major grammatical morphemes using error-tagged learner corpus

Abstract

Investigation into Japanese learners'acquisition order of major grammatical morphemes using error-tagged learner corpus EMI IZUMI•õ,KOYOTAKA UCHIMOTO•õ nd HITOSHI ISAHARA•õ In foreign language education,it is important for teachers to know their students' acquisition order of major linguistic items in the target language.There have been a lot of studies done for revealing natural sequence in second language acquisition since 1970's,and it is one of the established ideas that major grammatical morphemes are acquired in the common order by learners across different backgrounds such as their L1,ages,or learning environments(The fist hypothesis).

Maharah Al-Qawaid Al-Arabiyyah Model Based On Sequence Of Student Mastery Of Arabic Grammar

“…Among the pioneers of this natural sequence study are Dulay andBurt (1973, 1974), (Bailey et al, 1973); (Freeman, 1975) and (Diane, 2006). As a result of previous studies on this natural sequence, (Morgan-Short et al, 2010) introduced the Monitor theory model (Eun-Young, 2005) by focusing on the study of grammatical morpheme acquisition (Izumi & Isahara, 2004). This Monitor theory model has five hypotheses: the acquisition and learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis.…”

“…This Monitor theory model has five hypotheses: the acquisition and learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis. The following is a theoretical figure of the monitor theory model introduced by (Morgan-Short et al, 2010): -Short et al, 2010) Other studies that also focus on the sequence of acquisition of grammatical morphemes, such as studies carried out by (Izumi & Isahara, 2004), (Kwon, 2010), (Bahrani, 2011), (Abukhattala, 2013), (Barrot & de Leon, 2014), (Mohammed & Sanosi, 2018) (Akbaş & Ölçü-Dinçer, 2021). For example, (Izumi & Isahara, 2004) study focused on the sequence of English morphemes as a target language among Japanese students.…”

“…The following is a theoretical figure of the monitor theory model introduced by (Morgan-Short et al, 2010): -Short et al, 2010) Other studies that also focus on the sequence of acquisition of grammatical morphemes, such as studies carried out by (Izumi & Isahara, 2004), (Kwon, 2010), (Bahrani, 2011), (Abukhattala, 2013), (Barrot & de Leon, 2014), (Mohammed & Sanosi, 2018) (Akbaş & Ölçü-Dinçer, 2021). For example, (Izumi & Isahara, 2004) study focused on the sequence of English morphemes as a target language among Japanese students. The data collection of the study uses data from the NICT JLE Corpus, which is a collection of English language achievement records spoken by 1281 Japanese students based on an oral test of language skills (standard speaking test).…”

The Magic of Cartoons? How English-learning Animations Enhance Child L2 Acquisition

“…One possible explanation is that it is more likely for a learner to experience difficulty in learning a target grammatical form in L2 if there is no equivalent construction in their native language (Luk & Shirai, 2009). For example, Japanese and Korean speakers can acquire the English possessive marker -'s (as in mom's apple) rather easily (Izumi & Isahara, 2004;Pak, 1987), but it is very difficult for Spanish speakers to master this same grammatical feature (Andersen, 1978;Dulay & Burt, 1974). It is possible that marking possession in Japanese with a morpheme no and in Korean with a morpheme uy is similar to the use of -'s in English (e.g., mom-no apple, mom-uy apple) and therefore facilitates the acquisition, but because Spanish lacks an equivalent grammatical form, the acquisition is hindered.…”

Measuring non-native speakers' proficiency of English by using a test with automatically-generated fill-in-the-blank questions

“…For this, we can use knowledge in the field of second-language education. Previous studies on errors in English usage by Japanese native speakers such as (Izumi and Isahara, 2004) unveiled patterns of errors specific to Japanese, e.g., (1) article selection error, which results from the fact there are no articles in Japanese; (2) preposition selection error, which results from the fact some Japanese counterparts have broader meaning; (3) adjective selection error, which results from mismatch of meaning between Japanese words and their counterpart. Such knowledge may generate questions harder for Japanese who study English.…”